Abstract
This study investigates how Tracey, a Black 9th grade female student, constructed her academic identities and capacities for agency within the figured world of her regular track English class. Drawing on Holland and colleagues’ theory on identity and concept of figured worlds, the study uses Tracey’s small stories to demonstrate how she challenged the prevailing sociohistorical model of schooling through her multiple literacies. Through analysis of her stories, the study reveals how Tracey contested the ascribed role of a regular track student and asserted her own agency as a learner.
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